SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
1
Community/District Literacy Plan
July 15, 2012
School District#10
(Arrow Lakes)
Serving the communities of Edgewood, Fauquier, Burton, Arrow Park, Nakusp, Halcyon Hot Springs,
Beaton, Trout Lake, Hills, Rosebery, New Denver, Silverton, and Enterprise Creek.
A collaborative and ongoing plan
to meet the literacy needs of
our diverse and rich, rural communities… 2009 update
2010 update
2011 update
2012 update
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
2
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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SD # 10 (Arrow Lakes)
Community Literacy Plan
Table of Contents
A. Introduction 4
B. District Literacy Plan Process
i. 2008 Community Literacy Plan Development Process 4-6
ii. Vision and Mission Statement – revisited – from 2004 to 2008 7
C. Community and District Context
C.1 Our Community Profile and Demographics 8-10
C.2 Early Development Indicator (EDI) Summary 11-12
C.3 School District Data
i. District Assessment Data
a. Early Learning Data
b. District Reading Assessments – Grades 3 – 8
c. District Writing Assessments – Grade 2 - 10
ii. FSA Scores and Comparison to District Assessments
iii. Graduation and Transition Rates
iv. Writers Festival Data
v. NPBS – Online Lit Circle Data
12-13
13-14
15-16
16-20
20
20-21
21
D. Literacy Context
i. Community Literacy Assets
ii. Alignment with CBAL Community Literacy Plan (2004)
iii. Alignment with District Achievement Contract Literacy Plan
iv. Aboriginal Education Program
22-23
24
24
25
E. Challenges and Gaps 27
F. Goals, Implementation Plans and Actions, Evaluation
F. 2.1 Pillar One: Early Learning
F. 2.2 Pillar Two: School – aged Learners
F. 2.3 Pillar Three: Adult Learners
F. 2.4 Pillar Four: Aboriginal Learners
F. 3 Overall Community Literacy Plan Goals
28
28-31
31-34
34-39
39-41
41-43
G. Process for Approval of the District Literacy Plan
Appendix A – Community Literacy Advisory Community (CLAC)
Members
43-44
44
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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A. Introduction In collaboration with the Columbia Basin Alliance for Literacy (CBAL) and other community agencies
and partners, SD 10 has had a long and productive history of collaborative and evidence-based literacy
planning. The school district, CBAL and numerous agencies and organizations, have all worked hard
to foster literacy programs and initiatives that address the needs of children from infancy through
school age, of aboriginal learners, adults, and seniors.
In the past, CBAL has taken a primary leadership role in literacy leadership, creating our
community/school district literacy plans and coordinating both adult and family programs as well as
school-age children programs. The 2004 Community Literacy Plan through Literacy Now, was written
by CBAL with extensive input by the CLAC (Community Literacy Advisory Council) after an
extensive community consultation process.
We have intentionally named our Literacy Plan a ―Community/District Literacy Plan‖. This name
honours the hard work that our community partners, especially CBAL, have invested in creating a
climate of sustained literacy in our communities. Our Literacy Plan calls for continued collaborative
community and district literacy planning, and, impels us forward with renewed vision for broadening
community literacy. Working together for literacy is deeply embedded throughout our communities
and our school district. The plan is therefore a process rooted in practice, not just words. Our plan
demonstrates significant gains in meeting the goals of the Aboriginal and Adult literacy pillars and
strengthened services in the Early Learning and School-aged pillars. We will continue to re-visit and
re-tool the goals, the strategies and structures, and evaluate our progress in literacy. Our goal is that the
Community/District Literacy Plan is a living document, owned by all our community literacy partners.
B. Community/District Literacy Plan Process – a history to our C/DLP
i. 2008 Community Literacy Plan Development Process
Phase 1 – Meetings with CBAL and District Literacy Team: Review of 2004
Community Literacy Plan October – November 2007
In October 2007, the School District Literacy Planning Team met with our local Columbia
Basin Alliance for Literacy team.
Together with CBAL and school district literacy partners, we attended the Ministry DLP
Regional meeting together in Castlegar
In October 2007, the District Team and CBAL reviewed the current 2004 Community Literacy
Plan and identified areas requiring updating and change.
The District and CBAL literacy team noted that more literacy programs and partners had
emerged since the September 2004 had been written, and that some goals set then, had indeed
come to fruition.
The Literacy team began an inventory of literacy programs implemented since the 2004
Community Literacy Plan. The following were noted:
o The Strong Start Centre at Nakusp Elementary School, for example, has increased
access to literacy programs for very young children and their families.
o The School District has also increased literacy structures with the appointment in
November 2006 and January 2007 respectively, of a Literacy Coordinator, and an Early
Literacy and Numeracy Coordinator.
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Community Literacy Plan – July 15, 2012
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o Ministry of Education funding through the Literacy Innovation grants has been crucial
in assisting the District to provide structures such as Literacy Coordinators, to assist in
implementing innovative programs such as School and Community Writers Festivals, to
enhance wise literacy practices and staff development in the district, and to purchase
professional and at level literacy resources for teachers and for children.
o In many areas of the 2004 plan, we had implemented community literacy initiatives that
remain sustainable and vital. Indeed, programs such as Mother Goose, One to One
Reading, Roots of Empathy, and Homework Club as well as the Nakusp CAP Centre
have gained momentum, and become important parts of our school district and
community literacy cultures.
o Reviewing the 2004 Community Literacy plan, the 2008 team noted that literacy
initiatives such as the successful School and Community Writers Festivals were under
review, with the aim of making them even more powerful and evidence – based.
o Aboriginal learners and parents were also noted as a group where we have begun to
have conversations about literacy needs through meetings in 2006-07, but where
substantive work was still required.
Phase 2 – Expanding Literacy Partners and Planning for Consultation November 2007 – March 2008
The team identified the need to increase potential literacy partners representing an even broader
community base, and to include the smaller communities in our area (Burton, Fauquier,
Edgewood, New Denver, and Silverton)
The team identified aboriginal literacy partners and added these partners to the list.
An expanded and updated list of literacy partners and stakeholders was created.
The team made initial plans for a Community/District Literacy planning consultation meeting
with broad community representation.
Facilitators for this Community/District Literacy meeting were contacted.
Letters, phone calls and invitations to our Community/District Literacy Plan consultation
meeting were made.
The CBAL/District Literacy team (many of whom had been on the previous Literacy Action
Council) reconvened as a steering committee of the 2004 CLAC (Community Literacy Action
Council).
The steering committee reviewed and updated an inventory of all existing and current
community literacy initiatives.
The steering committee began discussions about structures and ways to enhance literacy
programs for aboriginal learners and ways to respectfully increase aboriginal voice in creating
our Community/District Literacy Plan.
Phase 3 – Community Literacy Partner Consultation Meeting
March 2008
With the facilitation of Ev Surgenor and Denny Kemprud, we held a very successful
community literacy planning meeting in March 2008.
Literacy partners from communities across the district, our aboriginal community, CBAL and
other literacy groups came together to review the 2004 plan, talk about new initiatives and
programs, and collaborate about future directions and set goals and action plans for 2008.
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Participants from the following groups were represented at this meeting:
School District 10 – Chairperson, Trustees, Superintendent, Literacy and Numeracy
Coordinators, Principals and vice-principals
Columbia Basin Alliance – Coordinator, Family Literacy Coordinators
Outreach Employment Services
New Denver Nursery School
Nakusp Strong Start Centre
Stepping Stones Children‘s Centre
Success By Six Coordinator
Public Health
Southern Zone Parents and Tots
Selkirk College – Adult Basic Education
Arrow and Slocan Lakes Community Services
Nakusp Public Library – Librarian
Reading Centres (New Denver, Burton, Fauquier)
Municipalities – Silverton and New Denver
Nakusp Chamber of Commerce
The redrafted community literacy plan vision and goals were then collated and drafted into a
document distributed to the literacy steering committee.
Phase 4 – Redrafting the Plan April 2008 – July 2008
With input from the broader community, the steering committee began redrafting the plan.
Goals for each pillar were written from the information gathered at the community consultation
meeting, and was informed by the community and school data
The Community Literacy Plan draft was approved July 14th
, 2008 by the Board of Education
The vision of literacy and CLP mission statement were revised as in section B.ii
Phase 5 – an ongoing Community/District Literacy Planning Process
Approval of 2008 Community/District Literacy Plan
Revisiting the 2008 plan
Consulting, updating and the annual Community/District Literacy Plan
Approval of the Community/District Literacy Plan
Our district literacy plan is developed throughout the year with input from CLAC and shared with our
community partners in the fall of the new school year.
District Literacy partner groups form the Community Literacy Advisory Council (CLAC), meet
three times a year, review the draft plan, and confirm the Community Literacy Plan CLAC partners update their relevant pillars in the plan and identify gaps in services The Board of Education approves the Community/District Literacy Plan each year in late June The approved Community/District Literacy Plan will be posted on the SD 10 website and
shared with all community literacy partners.
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ii. Community Literacy Plan 2008:
Our Vision and Definition of Literacy Revisited
2008 Definition of Literacy:
The definition in the 2004 Community Literacy Plan was based on the International Adult Literacy
Survey (IALS, 1995.That definition is as follows:
―Literacy is the ability to understand and use printed information in daily activities at home, at work
and in the community to achieve ones goals, and to develop ones knowledge and potential‖.
The IALS expands upon this definition by describing three components:
1.Prose literacy: the knowledge and skills needed to understand and use information from texts
including editorials, news, stories poems and fiction
2.Document Literacy: the knowledge and skills needed to locate and use information contained in
various formats, including job applications, payroll forms, transportation schedules, map tables and
graphs
3.Quantitative Literacy: the ability to work with numbers and conduct quantitative operations, such as
balancing a check book, figuring out a tip, completing an order form or determining interest on a loan.
Vision:
The vision statement in the 2004 Community Literacy Plan was as follows: ―Building healthy
communities across the Arrow and Slocan Lakes‖
Feedback from participants at the March 2008 Consultation meeting suggests that the Vision
Statement in our 2008 Community Literacy Plan should read:
―Building active, participatory connections for healthy learning communities for all
individuals across the Arrow Slocan Lakes Region‖
Feedback from participants at the March 2008 Consultation meeting suggests that the definition
of literacy in our 2008 Community Literacy Plan should now read:
“Literacy is comprised of a complex set of social, printed and oral language and numeracy skills
necessary for daily life, employment, citizenship, self-esteem and personal enjoyment in our
modern and diverse society. Literacy permits and enhances the individual’s ability to
communicate, process information, and interact effectively in the community”.
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C. District and Community Context i. Our Community Profile: a. A Brief History - From our First Peoples to now
3000-5000 years ago, three First Nations Bands came into this area - the Shuswap from the Okanagan,
the Colville from Washington and the Kutenai from the East Kootenays. The Sinixt people hunted and
fished in our communities for at least 1500 years. Pictographs, arrowheads, pit houses, all remain as
evidence of the aboriginal presence and Sinixt people as well as other First Nations and Metis people
remain a vital part of our community.
b. Gold, Silver and Forests – a history of settlement from the 1800s
The first white man on the Arrow Lakes was Finan McDonald, one of David Thompson‘s men, who
arrived just north of Revelstoke in August 1811. The first settlers arrived in the area in 1890. The first
steamer ‗Forty Nine‘ was launched in Washington to carry freight and passengers to the gold fields
during the Big Bend Gold Rush (1865). Nakusp‘s settlement history begins in 1892 when the town
site was put up for sale by the Rand Brothers. Twenty-five foot lots sold for $300 each. Speculation
was that Nakusp would become a mining town. Since there were no roads or railways between the
Kootenay mining areas and Vancouver, goods had to be shipped by water transport from Nakusp to
Revelstoke where the main CPR line was located, and for a time Nakusp became a thriving community
on this shipping route. The first post office, the first store and the first sawmill opened in 1892. The
Nakusp Ledge, the first newspaper, was first published on October 5, 1893. The first church opened its
doors in 1898. The first school opened in 1895 with an enrollment of 9 in the one
room. Communications came in 1905 with telephone service. The first hospital opened in 1908, and
the first bank in 1909. Power arrived in Nakusp1 in 1920 along with the first volunteer fire brigade. In
1905 Nakusp had a population of about 300 residents.
c. Villages of Nakusp, New Denver and Silverton – History and context
The Village of Nakusp was incorporated November 24, 1964 with Joseph Parent as the first mayor.
The current population is about 1750 people in the village of Nakusp, and 3500 in the entire Arrow
and Slocan Lakes region. The area covers more than 8000 square kms, making it the largest
community area of the Columbia Basin. The area compares in size to the area covered by Squamish to
the north, south of Vancouver along the west coast and to Hope in the east, yet the Arrow and Slocan
Lakes area hosts a small population, sparsely spread over this large geographically challenging area
where travel is especially difficult in the winter months. Ferries connect the region in the north to
Revelstoke, and in the south to the Okanagan.
The Village of New Denver was incorporated in 1929. New Denver is located 50 kilometres south of
Nakusp. The village was at the heart of the mining boom of the 1880‘s. It served as home to many
Japanese internees during World War II. Today it hosts a population of 600. Employment is mainly
based on retail trade, health and social services and forestry. Silverton, 3 km south of New Denver, is
British Columbia‘s smallest municipality. The village is home to 225 people, and like New Denver,
Silverton shares a mining heritage.
1 Electrical power to the entire Arrow and Slocan Lakes area has not yet been established. Trout Lake received power in
2001. There is no cell service, except in downtown Nakusp. High speed internet is only available in downtown Nakusp.
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d. SD # 10 (Arrow Lakes) – Profile of the District Schools:
Lucerne Elementary-Secondary School (LESS) serves the communities of New Denver, Rosebery,
Silverton and Hills. A preschool, Facilitated Learning Centre, Strong Start Centre and DL School
classroom are co-located at LESS. Trout Lake, Galena Bay and Beaton to the north of Nakusp were
boisterous mining towns a century ago. The area is now frequented by cottagers and fishermen, and
hosts a year round population of under 100 people. Three schools are located in the village of Nakusp:
Nakusp Secondary with its Facilitated Learning Centre, and Nakusp Elementary with a Strong Start
Centre. The Arrow Lakes DL School also operates a storefront classroom at the Selkirk College
Centre. To the southwest of Nakusp are the communities of Burton, Fauquier and Edgewood. Schools
are located in Burton (Grades K-3) and in Edgewood (Grades K-7) along with Strong Start Centres.
Edgewood also has a CAP (Community Access Program) site. Edgewood is a 65 km drive (plus a
ferry) from Nakusp. These three communities host a combined population of around 1000 people. e. Economy of the area
Forestry overtook mining as the main economic driver for the area in the early 1950s and continues to
be foundation of the economy of our communities. Celgar began operations in 1951, and Nakusp
became the centre of a large pole and lumber industry. Interfor now operate the main forestry
operation in Nakusp, and several mills are currently in operation, though precariously so. Likewise, in
the New Denver area, logging contractors and the log dump at Rosebery are working, but remain
responsive to fluctuations in softwood lumber prices, the American dollar, and other aspects of the
lumber trade. With the cyclical nature of the forestry industry, the communities in the area are looking
for ways to diversify and attract visitors. There is one molybdenum mine open in the Trout Lake area
and a silver/zinc mine in Sandon, just outside New Denver. The area is home to natural hot springs.
The Village of Nakusp owns and operates the Nakusp Hot Springs, a viable community asset.
Corky Evans, former MLA for Kootenay-Columbia and former Administrator for Arrow and Slocan
Lakes Community Services, had this to say about the Nakusp area:
Nakusp is a typical Canadian rural community in transition and at risk of
decline. It is a community built on an economic base of mining, forestry, and agriculture, which is
struggling toward transition in an era where these economic drivers are no longer capable of sustaining the
community or of offering employment to its youth. It is a proud and independent community not interested in
living off government assistance and not willing to go quietly into a pastoral memory of itself.
Nakusp is the perfect metaphor for rural Canada. It is a community that has lived through the boom and
bust cycles of all of our major industries, and is therefore a perfect laboratory for positive change. The
community is just isolated enough to still function as a homogeneous community and just connected enough
to outside culture to experience all of the stresses of modern rural life.2
f. The Columbia River Treaty
The signing of the Columbia River Treaty in 1964 had a huge impact on this area. Dams were built on
the river, and the area was flooded out.
Suddenly the resident land owners were dealt an emotional impact package that made living in the
area hectic, like being inside a giant sized kaleidoscope that wouldn’t stop turning long enough to
enable a pattern to be seen.3
2 Bootstrap Proposal to Western Economic Diversification 2001, p 3.
3 Whistle Stops Along the Columbia River, p 405.
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The flooding was a controversial subject among community members, but the reality was that in 10
short years, homes and farms would be leveled, graveyards and rich agricultural land would be under
water. Today, when the reservoir is full, the Arrow ‗lake‘ is beautiful; however, the reservoir is only
full for a short time in the summer months. The remaining months unearth buried treasures from the
past and produce sandstorms along the miles of dry shoreline. This history and the grave history of the
area‘s First Nations people have led to a great deal of sadness among the people living in this area.
g. The Sinixt People
An Interior Salishan band, the Sinixt (People living in the Place of the Bull Trout) settled in the Arrow
Lakes area. Prior to European contact, they numbered in the tens of thousands in the Columbia
Mountains of southeastern B.C. Carbon-dated remains and unique burial practices document historical
Sinixt territory: from Revelstoke, B.C. south to Northport, Washington, from the Monashee Mountains
east to the shores of Kootenay Lake. The Canadian Government declared the Sinixt extinct in 1956.
Some Sinixt People sought refuge among neighbouring bands to the east and west, and many had gone
south to the U.S., the southernmost reaches of their traditional territory. The signing of the Columbia
River Treaty providing the U.S. with vast amounts of water resources contained within Sinixt territory
in exchange for a cash settlement to Canada. The Sinixt People, scattered widely, received no
compensation. Research into their past was discouraged by their lack of official status and gradually,
knowledge of their existence began to fade.4
h. The Community Literacy Demographics and Profile:
School District #10 Arrow Lakes and Selkirk College serve the three incorporated municipalities of
Silverton, New Denver and Nakusp, and the unincorporated areas of Hills, Rosebery, Trout Lake,
Burton, Fauquier and Edgewood. There are six schools with a total student population of 543 students.
Of these 543 students, there are 47 (8.8% of the population) with special needs, and 61 students with
aboriginal ancestry (11.2% of the population). The average family income in 2006 in the area was
$20,712 less than the provincial average. Close to 20% of the population lives below the low-income
cut-off. 23% of the population has less than Grade 12 education, with 50% not having completed grade
12. 31.3% of 18 year olds did not graduate between 2008 and 2011, compared to the provincial
average of 24.9%. In 2007, the graduation rate was 82% - 18% did not graduate – an improving
statistic, but as the cohort sizes are so small, this data must be weighed over time to be statistically
measureable. Unemployment is somewhat higher than the provincial average of 7.5% in the Kootenays
at 8.2% in 2011. Youth unemployment is 40.7%. 5
Partnerships with Selkirk College, School District #10, Nakusp Public Library, Burton, Fauquier,
Edgewood, and New Denver Reading Centres, Arrow and Slocan Lakes Community Services, Skills
Link and the Columbia Basin Alliance for Literacy provide a range of literacy resources and services
for the area to address the early learning needs, continued focus remains necessary.
4 Sinixt Nation, June 2005 http:sinixt.kics.bc.ca/history-home.html.
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ii. Early Development Indicator (EDI) Summary – 2005 – 2011
The Early Development Indicator measures vulnerability for early learners in the categories of
physical health and well-being, social competence, language and cognitive development,
communication skills and general knowledge.5 2011 (Wave 4) EDI data shows a return to
vulnerability levels seen in 2005, again identifying concerns for early learners entering schools in the
district.
2011 EDI Results The EDI was completed for 23 Kindergarten students in Arrow Lakes in the 2010-11 year. The table
below illustrates the proportion of children vulnerable on each scale for the district.
Scale Percentage of Students Vulnerable
Physical Health & Well-Being 5%
Social Competence 5%
Emotional Maturity 10%
Language & Cognitive Development 13%
Communication Skills & General Knowledge 5%
Vulnerable on at least 1 EDI Scale 23%
2011 EDI Results – Summary Waves 2 – 4 data
• District-wide, 23% of children were vulnerable on at least one scale of development in Wave 4 (Year 2).
This is a significant increase from Wave 3 (10%) returning to a level similar to Wave 1 (25.6%).
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• The largest proportion of children vulnerable were on the Language and Cognitive Development scale
13%, down slightly from 2010 Wave 4 data of 17.6%.
• Given the small population in Arrow Lakes, slight changes in population can have a large impact on the
results. EDI data changes of over 9% are seen to be statistically significant when measured over time.
EDI Data - Neighbourhood Trends – 2011 data
In the September 2011 map above, neighbouring school districts are compared to SD 10. Data
indicates vulnerability of Kindergarten students entering schools in Arrow Lakes has returned to Wave
1 levels in Wave 4 (Year 2) at 23%. This vulnerability rate is mid-range, compared to SD 8 and 20
children but clearly is a high rate of vulnerability for children entering the school system.
2. School District Data
i. District Assessment Data
a. Early Learning data
The district uses PM Benchmarks, the Early Literacy Screener, and the Early Numeracy Interview to
assist in planning for learning for primary children. As identified in our Achievement Contract, our
data continues to show vulnerability in our early learners, and therefore our efforts to improve early
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success will persist as important goals both in our District/Community Literacy Plan and in our
Achievement Contract.
Kindergarten Data for 2005 – 2012 shows that children entering Kindergarten in our area continue to
show high vulnerability.
Percentage (%) Vulnerable as identified on the screener:
The district‘s Early Literacy Screener data shows similar trends to data provided in the Hertzman EDI
study. 2012 Early Literacy Screener data indicates that 16 of the 102 of next year‘s Grade 1-3 students
(15.7%) require reading intervention and support programs. We note that vulnerability in the 2012
Kindergarten cohort apprears to be lower than in the previous 7 years of the Early Screener data at 9%.
However, the district is re-examining our definition of vulnerability. We are looking at an early
reading assessment tool which more accurately reflects literacy achievement. The new provincial Early
Reader Success program will doubtless aid us as we fine-tune our assessment processes, systematically
gather evidence of learning, and continue to improve literacy instruction for our children.
Kindergarten Vulnerability- in 3 more areas of Early Literacy Screener Vulnerable in
3 or greater
areas
Number of
students
Performance
Level
Unknown
Number of
Students
Vulnerable
Percentage of
Students
Vulnerable
2011-12 Kindergarten
Grade 1
Grade 2
36
27
40
0
2
2
4
6
6
9%
22%
15%
2010-11 Kindergarten
Grade 1
Grade 2
28
36
31
0
0
0
7
9
1
25%
25%
3%
2009-10 Kindergarten
Grade 1
Grade 2
39
30
36
0 10
8
9
26%
26%
25%
2008-09 Kindergarten 33 0 9 27.3%
2007-08 Kindergarten 37 0 14 38%
2006-07 Kindergarten 35 0 8 35%
2005-06 Kindergarten 37 0 7 19%
Based on both EDI data and Early Literacy Screener results, additional resources will be provided to
the individuals identified, and effective literacy instructional strategies will be further embedded in
classroom practice. The Great Leaps program will target greater fluency in reading for these
vulnerable children. Connections with other early learning literacy partners, and programs such as
Strong Start, will also continue to focus our resources on these vulnerable children.
The 2012 – 2013 District Achievement Contract will again target early learning. We anticipate that the
new provincial Early Reader Success program will be an important addition to assessing, monitoring
and improving early literacy for our children.
b. District Reading Assessment Data – Grades 3 – 8
Background and context for district reading assessments
The district assesses students‘ achievement each April in reading using the Whole Class Reading
Assessment from Grades 3-8. We have used the WCA reading assessment since 2007 and now have
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reliable baseline data in reading across the district. Due to teacher job action, district reading
assessments were not done in 2012. Our 2011 data therefore remains to help frame past trends.
Reading assessments are assessed collaboratively by teachers from across the district using the BC
Performance Standards in Reading. Results are disaggregated for boys and girls, for aboriginal
students, for special needs students, and are also tracked over time by cohort group and PEN number.
2008, 2009, 2010 and 2011 District Reading assessment results
Comparison of 2009 and 2010 reading assessment results shows that achievement for struggling
readers is stable: fewer students than in 2008 are not yet meeting, and almost all students are meeting
expectations for reading.
Of concern, however, is the trend that fewer students exceed expectations in reading than in 2009, and
that too many students are only minimally meeting expectations.
2011 Reading assessment data shows improvement in several areas:
1) Reduction in students not yet meeting expectations in Grades 4 through 8 cohorts
2) More students exceeding expectations in reading (4 out of 6 cohorts have seen an increase)
3) Almost all students are meeting expectations in reading (MM to EXC)
An area to improve remains the reduction of students only minimally meeting expectations in reading.
Likewise, continued focus on reading across all grade and content levels is crucial to improve life
chances and opportunities for all learners.
2011 District Reading Assessment Data 2010 District Reading Assessment Data
GR. 3 GR. 4 GR. 5 GR.6 GR. 7 GR. 8
NM 12 0 0 2 7 0
MM 47 26.67 30.3 28 44 32
APP 19 50 45.5 23 22 42
FM 16 23.3 15.15 36 27 23
EXC 6 0 9.1 11 0 3
SD 10 – Arrow Lakes
2011 Reading Assessment Data
GR. 3 GR. 4 GR. 5 GR.6 GR. 7 GR. 8
NM 3 0 2 3 6 2
MM 46 11 16 49 47 34
APP 34 47 61 28 38 37
FM 8.6 36 20 8 9 27
EXC 0 0 0 0 0 0
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c. 2008, 2009, 2010 and 2011 District Writing Assessment Data
Background and context for district writing assessment
Writing is assessed by the district each April using an impromptu writing task and BC Performance
Standards in Writing. Students in Grades 2 – 10 participate in the district writing assessment. Writing
assessment data has been collected and assessed since 2007 years by means of a collaborative marking
model with teachers from across the district trained using exemplars and performance standards in
writing. Due to teacher job action, district writing assessments were not done in 2012. Our 2011 and
previous years‘ data therefore remains to help frame understanding for the current year.
The data is used to inform staff development initiatives and to focus our goals in the district
Achievement contract and Community Literacy Plan. At the school level, data is used by School
Planning Councils and school staff to inform School Growth Plans, and to determine progress in
meeting those goals. Results are disaggregated for boys and girls, for aboriginal students, and for
special needs students and are also tracked over time by cohort group and PEN numbers.
Overall, the 2010 District Writing assessment shows strong growth in students‘ skills in writing. Of
marked interest is that overall, from Grades 4- 10, there have been significant reductions in the number
of students minimally meeting and not yet meeting expectations, while also significant improvements
in the numbers of students fully meeting and exceeding expectations in writing.
In 2011, District Writing results continue to show strong improvement. Since 2010, the following
are observed:
1. Continued increase in number of students exceeding expectations in Grade 2,3.4,8.9 & 10
cohorts
2. Significant decrease in students not yet meeting (only Grade 6 cohort shows 7% NYM)
3. Fewer students minimally meeting expectations in current Grade 2,3,4,7,9,10 cohorts
SD 10 – Arrow Lakes
2011 Writing Assessment Data
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ii. FSA Scores – Grade 4 and 7 Reading, Writing and Numeracy
Just over 50% of students in Grades 4-7 completed the FSAs in 2011-12. This is a significantly lower
participation rate than usual. The number of Grade 4 students ―not yet meeting expectations‖ is also
higher than past Grade 4 cohorts. Teacher job action impacted the participation in FSAs and reliability
of the data . As a result, though we report the results, the validity of the data is in question.
2010 FSA data shows similarities and differences with district data. Strength in writing is common
between both sources of data. Reading and numeracy performance appears higher in the Grade 4 and 7
FSA than it does for these cohort groups on the district assessments. Further tracking of both of these
cohorts is indicated.
In 2011, FSA data again shows congruence and also contrast with district data. FSA results show more
students exceed expectations than is evident on the district assessment and also more students not yet
meet expectations. Writing is more consistent across the two measures. The district is considering a
new reading assessment, as this discrepancy appears to be a trend and identifying and providing
support to all learners remains a strong goal.Numeracy also is identified as an area to work on in 2011-
12. Our results are lower than desired.
2012 Grade 4 FSA Results
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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The trend over time in the following Grade 4 FSA graphs indicates a significant drop in reading
performance for this year‘s cohort. We are aware that many students in the current Grade 4 cohort are
vulnerable in reading, writing and numeracy based on qualitative data from schools. However, it is
difficult to ascertain the validity of the FSA data as 40% of Grade 4 students did not write in 2012.
2012 Grade 7 FSA Results
Grade 7 FSA results have the same inconsistencies in procedures and participation rates in the cohort
as the Grade 4 data – between 40% and 44% of students in the cohort did not participate in the
assessment. As a result, the data may be flawed.
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SD # 10 – Arrow Lakes
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Comparison of FSA to District Literacy Assessment Data FSA results show similarities and also differences when compared with district data over the past 5
years as shown in the tables below.
A. Grade 4 Reading – FSA and District Literacy Assessment Data Comparison 2011 District Reading data: 0% not yet within expectations. 26.67% minimally meeting; 50% approaching; 23.3% fully meeting; 0% exceeding e 2011 FSA data 5% not yet meeting expectations; 67% meeting expectations; 22% exceeding expectations 2010 District Reading data: 0% not yet within expectations; 11% minimally meeting; 47% approaching; 36% fully meeting; 0% exceeding 2010 FSA data 22% not yet meeting; 78% meeting; 16% exceeding expectations 2009 District Reading data: 2% not meeting; 11% minimally meeting; 43% approaching; 40% fully meeting; 4% exceeding 2008 District Reading data: 36% minimally meeting; 55% approaching; 9% fully meeting 2007 District Reading Data
3% not meeting; 37% minimally meeting; 54% approaching; 6% fully meeting
2010 FSA results show a higher number of Grade 4 students not yet meeting and exceeding than district assessments. 2011 FSA results show a small number of students not yet meeting while district assessments do not show any. 2011 FSA results show 22% of students exceed expectations in reading, while district assessments did not identify any student exceeded expectations in Grade 4 Reading.
B. Grade 4 Writing – FSA and District Literacy Assessment Data Comparison 2011 District Writing data: 0% not yet meeting:17% minimally meeting; 43% approaching; 20% fully meeting; 20% exceeding 2011 FSA data: 0% not yet meeting; 86% meeting; 3% exceeding expectations 2010 District Writing data:
0% not yet meeting; 25% minimally meeting; 22% approaching; 31% fully meeting; 22% exceeding expectations
2010 FSA data 8% not yet meeting; 78% meeting; 5% exceeding expectations 2009 District Writing data: 20% not meeting; 33% minimally meeting; 33% approaching; 12% fully meeting; 2% exceeding 2008 District Writing data: 9% not yet meeting; 28% minimally meeting; 40% approaching; 16% fully meeting; 7% exceeding expectations
2007 District Writing data:
31% minimally meeting expectations; 42% approaching; 19% fully meeting; 8% exceeding expectations
2010 FSA results show a slightly higher number of students not yet meeting expectations in writing and a higher number exceeding than is apparent on the district assessments for that year. 2011 FSA results parallel district writing assessments, except that there are higher numbers of students exceeding expectations on the district assessment.
C. Grade 7 Reading – FSA and District Literacy Assessment Data Comparison 2011 District Reading data 7% not yet meeting expectations; 44% minimally meeting; 22% approaching; 27% fully meeting; 0% exceeding 2011 FSA data 18% not yet meeting; 68% meeting expectations; 6% exceeding 2010 District Reading data 6% not yet within expectations; 47% minimally meeting; 38% approaching; 9% fully meeting; 0% exceeding 2010 FSA data 8% not yet meeting; 78% meeting; 5% exceeding 2009 District Reading data: 5% not yet meeting; 26% minimally meeting; 41% approaching; 23% fully meeting; 5% exceeding 2008 District Reading data:
6% not yet meeting; 24% minimally meeting; 44% approaching; 24% fully meeting; 2% exceeding
2007 District Reading data: 4% not yet meeting; 30% minimally meeting; 51% approaching; 15% fully meeting
2010 FSA results show similar results to the district literacy assessment. 2011 FSA results indicate a slightly higher number of students not yet meeting expectations than in the district reading assessment. Likewise in the FSA results, a small number of students exceed expectations while district
assessments do not indicate any students exceed expectations.
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Community Literacy Plan – July 15, 2012
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iii. Graduation and Transition Rates
Graduation Completion Rates 2002 – 2011 Graduation completion rates in the district remain above the provincial average and generally show an
increase over time. However, since the size of the cohort groups remains small, caution in interpreting
this positive data trend is advised. From year to year, the composition of the graduating classes varies
in the two secondary schools located in the district. Overall, we focus on tailoring and personalizing
graduation programs to meet the needs of all of our learners and thereby increase their success.
We have collated reading, writing and numeracy assessment data on our aboriginal learners and track
their individual achievement over the past five years in order to better address their learning needs.
Though the cohorts of aboriginal and special needs learners are small, we report this data as it speaks
to students‘ and the district‘s accomplishments, and also identifies areas to target.
The success of aboriginal learners (11.2% of our district population) in completing graduation remains
higher than the provincial average. Again, though cohort size and composition of aboriginal learners
graduating varies, we are continuing to work on improving aboriginal literacy and graduation rates.
Our Aboriginal Enhancement Agreement draft and Achievement Contract align with this goal.
Dogwood/School Completion Graduation Rates 2002 – 2011 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 All Grad 88 95 93 98 91 87 94 100 95
Aboriginal
Grad Rate 100 n/a 100 88 100 100 100
Special
Needs 83 100 100 83 100 73.2 msk
iv. Writers Festival data
One of the district‘s innovative literacy practices is our annual Writers Festival. Writers from across
the region, the province and Canada work with our students to improve their writing skills and
celebrate their writing achievements. In 2008, 2009 ,and 2010, we hosted lengthier ―writers in
residencies‖ for students in four of the five district schools. Two schools hosted writers for residencies
D. Grade 7 Writing – FSA and District Literacy Assessment Data Comparison 2011 District Writing data: 0% not yet meeting; 24% minimally meeting; 31% approaching; 38% fully meeting; 7% exceeding expectations 2011 FSA data: 4% not yet meeting; 74% meeting expectations; 12% exceeding expectations 2010 District Writing data
6% not yet meeting; 35% minimally meeting; 32% approaching; 16% fully meeting; 10% exceeding expectations
2010 FSA data: 6% not yet meeting; 91% meeting expectations; 3% exceeding expectations 2009 District Writing data: 2% not meeting; 43% minimally meeting; 18% approaching; 24% fully meeting; 15% exceeding 2008 District Writing data: 11% not yet meeting; 34% minimally meeting; 23% approaching; 21% fully meeting; 11% exceeding expectations 2007 District Writing data: 9% not yet meeting expectations; 22% minimally meeting; 33% approaching; 35% fully meeting; 1% exceeding expectations
The FSA results match the district writing assessment results closely. FSA results differ slightly from district assessments, showing 6% students not yet meeting vs 4% in this cohort and 12% exceeding expectations vs 7% on the district writing assessment.
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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in 2011 and 2012 to much success, and with support from the Columbia Basin Alliance for Literacy,
shared writers with community writers‘ groups in Nakusp, New Denver and Burton.
v. Network of Performance-Based Schools literacy data
We have been at the forefront of developing Online Literature Circles, a literacy-enhancing
instructional practice that differentiates text and increases reading volume. In 2008, 2009 and 2010, we
embarked on a Network of Performance-based Schools inquiry project to ascertain the impact of our
work using Online Literature Circles on student learning. Our results mirror the positive qualitative
feedback and data that students and teachers report. Improvements are shown especially for struggling
students. The 2008-09 project focused on using regular online learning journals and online learning
portfolios that were shared with parents at student-led conferences. Data from 2010 focused on
improvements in Reading using the 6 point Ministry of Ed holistic scoring guides in reading.
In 2011, we pioneered a number of Aboriginal Literature Circles in both intermediate and secondary
classrooms across the district. An increase in Social Responsibility based on assessments using the BC
Performance Standards and also in Aboriginal Understanding based on SD 68‘s rubric were noted in
all classes.
In May 2012, we partnered with SD 51 and connected 3 of our teachers and classrooms with 6 schools
and teachers from the Boundary in a pilot online Aboriginal Information Circles project. It was highly
successful and we intend to expand the initiative and research its impact on student learning in the
2012-13 year.
Summary of NPBS 2007-08
Online Literature Circle Data
Summary of NPBS 2008-09
Online Literature Circle Data
Fall 2007 Spring 2008 Fall 2008 Spring 2009
5 % Not Yet Meeting
30% Approaching
55% Meeting
Expectations
10% Exceeding
Expectations
0% Not Yet Meeting
0% Approaching
80% Meeting
Expectations
20% Exceeding
Expectations
6 % Not Yet
50 % Min. Meeting
25% Approaching
19 % Meeting
0% Exceeding
0% Not Yet
13% Min. Meeting
31% Approaching 31
% Meeting
25% Exceeding
2010 Network of Performance-based Schools Research: Use of Diverse Text,
Diverse Demonstrations of Learning and Online Lit Circles in English 11/12
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Community Literacy Plan – July 15, 2012
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D. Literacy Context
i. Community Literacy Assets As a result of rich and long-term literacy partnerships between CBAL, Selkirk College, our Healthy
Families network, preschools, Nakusp Public Library and Reading Centres, we have a wide array of
programs that help enhance community literacy. Our aim is therefore to continue to enhance these
partnerships, to collectively identify areas of gap and challenge, and to do our best to improve literacy
amongst all four pillars in our Community Literacy Plan. The next page shows a table of our current
literacy assets.
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SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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ii. Alignment with CBAL Community Literacy Plan (2004) As identified in the ―Introduction‖ of our C/DLP, our current plan is built upon the structure and the
vision of the 2004 Columbia Basin Alliance for Literacy (Literacy Now) Community Literacy Plan.
In our March 2008 Community Consultation meeting, the 2004 CBAL plan was reviewed and refined.
Our community literacy definitions, vision and goals were therefore developed in respectful concert
with CBAL and our plan is aligned with previous CBAL Community Literacy planning.
iii. Alignment between District Achievement Contract/Literacy Plan
Development of the District Achievement Contract and the District Literacy Plan are aligned. Indeed,
we work closely together in the district to ensure that planning for literacy matches with school
identified needs and with data derived from district and provincial data sources. Our strategies and
structures in the Achievement Contract then, dovetail with those identified in the Community Literacy
Plan. Likewise, goals in all district documents also intersect and strengthen one another.
iv. Aboriginal Enhancement Agreement
On June 20
th, 2010, the district, Ministry of Education, and our aboriginal partner groups signed our
first Aboriginal Education Enhancement Agreement. The district had worked for three years with our
aboriginal and First Nations partners to develop an Aboriginal Enhancement Agreement.
Areas of alignment in premise and purpose between the draft agreement and the Community Literacy
Plan include the following:
A holistic educational approach to improve the knowledge, understanding and awareness of
aboriginal culture throughout the school district.
Educational programs and services that are broad-based and inclusive and reach out to all
students of aboriginal ancestry as well as non-aboriginal students.
Targeted educational support for at-risk students of aboriginal ancestry.
Furthermore, congruence in goals for aboriginal students as identified enhancement agreement also
match with the Community Literacy Plan as follows:
To increase awareness, knowledge, appreciation and respect for aboriginal culture and history
for all students. Through this shared experience, students of aboriginal ancestry have the
opportunity to enhance their sense of belonging and pride in their aboriginal ancestry.
To a) improve aboriginal student achievement in Reading, Writing, Numeracy, Science and
Social Studies, and
b) provide specific support to at-risk students
To provide interventions in the context of supporting the ―whole child‖ – ie: physical and
emotional health.
To create a commitment statement within our adult aboriginal community in year two of the
agreement which focuses on finding ways to heal, embrace, and promote aboriginal cultural
diversity.
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Community Literacy Plan – July 15, 2012
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Aboriginal Education Programs – 2012 report and 2012-13 plans
a. May 2012 Aboriginal Education Program Report
2011-12 Aboriginal Education Programs Report
Dates Plan Details/Update/Progress
Ongoing Individual Tracking System for
Aboriginal Education students
Individual aboriginal education student achievement is
tracked using district reading, writing and numeracy data
over five years.
This baseline data helps us identify vulnerable students and
track our interventions to support all aboriginal learners.
Sept 2011 –
June 2012 Academic Support for
Vulnerable students
Elementary Counselling Support
Targeted assistance for aboriginal students needing help in
reading, writing and numeracy is helping vulnerable
students complete courses and gain academic skills.
Elementary counselling is targeted for students at-risk.
Sept 2011 –
June 2012 Aboriginal guest
speakers/cultural presentations
in classrooms
Will Klatte, poet and storyteller; Marilyn James, Sinixt
elder and storyteller; Sharon Montgomery and Cliff
Woofenden from the Nakusp Museum, and Ganishka‘s
―Grandmother‖ program were all well-received by students
and teachers
September
19 -23, 2011 Lucerne School Aboriginal
Education Field Trip
Gr 8-12 students at Lucerne visited Head-Smashed-In
Buffalo Jump and St. Eugene‘s Residential School
A Peigan elder held the students captivated with her stories
at tipi camp near Head-Smashed-In
Aboriginal learning was embedded into Social Studies,
Science and English curriculum before, during and after
the field trip
In progress
First Nations 12 course
development
Resource and lesson development in First Nations 12 will
be done by a team of teachers from across the district to
improve the quality and relevance of the BCLN course
Sept 2011 –
June 2012 K-7 lessons modeled by
Aboriginal Support teacher
Denice McMechan taught lessons in K-7 classrooms using
aboriginal books and resources in each school‘s library
These lesson plans will be edited, professionally
graphically designed, and published for K-7 teachers in
September 2012
Sept 2011 –
Feb 2012 Med-Wolf presentations Med-Wolf‘s program continued this year with more
stories, lessons and aboriginal culture
Sept 2011 –
June 2012 Aboriginal Education Schools
Network
Teacher Learning Team projects
4 AESN teacher inquiry projects were completed
Projects and student learning were showcased May 17
using BC Performance Standards in Social Responsibility
and SD 68‘s Aboriginal Understanding Performance
Standards were used
Fall 2011 Nakusp Secondary Aboriginal
Ed Field Trip
Though we budgeted for a field trip for NSS given the
success of the May 2011 trip for Grade 9 and 10 students,
it did not take place this year
April 2012 Welcome banner created for
each school
All 5 schools completed a welcome banner which will be
hung in the schools over the summer break
Banners were showcased at National Aboriginal Day
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Community Literacy Plan – July 15, 2012
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Based on reading and writing assesments, FSA and Early Literacy Screener data, additional tutoring
and counselling support was provided to our vulnerable aboriginal education students, .
b. 2012-13 Aboriginal Education Program Plans
Plans for the 2012-13 school year are being co-constructed along with the Aboriginal Education
Council, our Aboriginal Education Support teachers, with input gathered from an online survey of
partner groups. Our plans for the year will be articulated by the end of August 2012.
2011-12 Aboriginal Education Programs Report (contined)
April 2012 – June
2012 Aboriginal Children’s Book
Publishing
Children and teachers across the district created
drawings, paintings and wrote text for self-published
books
Books were based on aboriginal stories, artwork or
research on aboriginal topics
Books will be printed in hard copy and shared across the
district in all school libraries
March – June 2012
Aboriginal Culture Film
Projects
Students from NES, EES and LESS created films on
aboriginal issues and culture with the assistance of two
professional filmmakers
Students told aboriginal legends or represented their
understanding of aboriginal history or current issues
studied in their classrooms
Films were shown at National Aboriginal Day at NES
May and June 2012 Sinixt Archeological Field
Trips
3 Field trips to Vallican and Lemon Creek took place
Grades 2-7 at LESS & Grades 3-6 at NES participated
May 7-11, 2012 Writers Festival –
Featuring aboriginal author
and illustrator,
George Littlechild
George Littlechild, award-winning aboriginal
illustrator/author joined the Writers Festival
He presented on identity, being white and aboriginal,
read his books, and facilitated art lessons at 5 schools
May or June 2012 Student Aboriginal
Leadership conference at Mir Centre, Selkirk College
This regional youth aboriginal leadership conference
organized by Marilyn James, Aboriginal Coordinator at
Selkirk College, was again postponed May 2012 Aboriginal Day at the
Mir Centre with SD 20
Hands-on workshops for school-aged children
Due to the large number of events happening in April,
May and June, this field trip did not take place
May – June 2012 Online Aboriginal Issues and
Culture Information Circle
10 teachers from SD 10 and 51 and over 200 students
participated in this three-week long project
Teachers collaborated, creating thoughtful questions and
readings to which students responded
June 21, 2012 National Aboriginal Day
Celebration
This popular aboriginal cultural event featured the
awakening of our new Grandmother drum, the raising of
a tipi, various cultural games and activities, and
storytelling by Marilyn James
Screenings of aboriginal documentary and animation
films, and the display of aboriginal art projects and
banners augmented the day‘s events
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Community Literacy Plan – July 15, 2012
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E. Challenges and Gaps
Based on community and district data, we have identified the following gaps which have informed our
District Literacy Plan goals:
The need for continued focus on early learning. In past years, our children have been
vulnerable as shown by both the EDI and Early Literacy Screener data. Recent results show
improvement in all areas, but the need for early intervention remains and is supported by
research.
The need to maintain partnerships to improve literacy across the four pillars.
The need to further focus our efforts to improve literacy – especially reading and numeracy for
our school-aged children.
The need to address aboriginal learners‘ literacy, track progress, and work closely with other
community agencies to maintain our strong aboriginal graduation rates and success.
The need to better support at-risk youth in achieving school success, graduation, and transition
to the work-place.
The need to support adults and senior with free, simple, computer literacy skills.
High rate of unemployment for youth and adults in our communities due to the economic
downturn suggests the need to work further with community partners, continue ACE-IT and
SkillsLink programs, and for SD 10 to open a DL school.
Focus on improving numeracy achievement
F. Community/District Literacy Plan Goals and Actions
F.1. Background and Context for Goal Development (from March 2008) Community Literacy Plan Consultation meeting – Definition of Literacy: Literacy is a complex set of skills necessary for daily life, employment, citizenship and personal
enjoyment of our modern and diverse society. It‘s the gateway to a better-educated community.
Why is Literacy Important?
It is a widespread issue affecting all British Columbians
It influences labour market supply and demand
Employment and earnings are closely linked to literacy
It impacts our health and quality of life
Improved literacy reduces criminal behaviour
Some barriers to learning are hidden and require intervention
Our social and economic prosperity depends on it Premier’s Advisory Panel on Literacy (February, 2005)
BC Stats
25% of our children arrive at kindergarten unprepared to learn
20% of our grade 4 and 7 students are not reading at expected levels for their age
44% of our Aboriginal students are not reading at expected levels in grade 7
20% of our students are not graduating within 6 years of entering grade 8
54% of our Aboriginal students are not graduating within 6 years of entering grade 8
Approximately 40% of adults in British Columbia have low literacy skills
Being more literate means:
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Community Literacy Plan – July 15, 2012
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More of our children arrive in kindergarten ready to learn
More of our school children are skilled in the basics of reading, writing and mathematics
Our completion rate for grade 12 is higher
A higher proportion of our adults have the literacy skills to participate in a knowledge-
based economy and society
F. 2.1 Pillar One - Young Children
1. Goal One -
We will reduce the number of children who come to school unprepared to learn. as measured on the
EDI and Early Literacy Screener.
Implementation Plans/Action
Co-location of pre-school and Strong Start centres in district elementary schools
Raise a Reader program
Partnerships with early learning community partners
Understanding the Early Years research in 3 Kootenay districts complement and extend EDI
work – student and adult surveys
Strong Start Centres at Nakusp Elementary (since Sept 2007) and Lucerne Elementary
Secondary since 2008 will be continued in 2010-12
Outreach StrongStart Centres opened October 2009 in Burton, Fauquier and Edgewood
Implement Great Leaps reading fluency program – 2009-2010
Ready, Set, Learn re-visioned at NES, Southern Zone and New Denver to focus on parent
education and more accessible times (4 sessions in each area).
Four sessions of Ready, Set, Learn held at NES, EES and LESS. The sessions included literacy,
numeracy, and small and gross-motor activities. Thirty-five packages were put together for
families to take home to provide supplies and activities for 3 and 4 year olds.
Increase outreach to vulnerable families—young women trained to be facilitators as in SD 51
Inquiry with teacher learning teams – what to do to increase 0-6 early learning?
Increase partnerships with Nakusp Library, Ready, Set, Learn and Mother Goose for 3-4 year
olds to help address Oral Language and Cognitive vulnerabilities
Evaluation
Participation levels in these early learning activities across the district.
Performance on the EDI and Early Literacy Screener by Kindergarten students
Family Literacy Benchmarks used for Mother Goose program
Attendance at Strong Start Centres
Strong Start attendance will be correlated with early literacy data starting in 2012-13
Reflecting on the District Literacy Plan
In 2009-2010, we will meet and consider the UEY (Understanding the Early Years) data
2011-12 Strong Start data shows the following:
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Community Literacy Plan – July 15, 2012
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15
15.5
16
16.5
17
17.5
18
18.5
Sept Oct Nov Dec Jan Feb Mar Apr May
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tten
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Months (2011-12)
Nakusp ElementaryStrongStart
Seri…
New Denver StrongStart
0
1
2
3
4
5
6
7
8
9
Sept Oct Nov Dec Jan Feb Mar Apr May
Months (2010/11)
Avera
ge A
tten
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Series1
0
1
2
3
4
5
6
7
Sept Oct Nov Dec Jan Feb Mar Apr May
Avera
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Months (2011-12)
Southern Zone Outreach StrongStart
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SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
30
Early Literacy Screener data from 2009 and 2010 demonstrates that our 2009 Achievement
Contract focus on primary early learning is a worthy target.
Though we appear to be making progress in Early Literacy, it is the district‘s belief that
sustaining and targeting our resources at the K-4 level and continuing to work closely with
community literacy partners to support early learning before children start school, will have
a positive impact on student achievement for these vulnerable learners.
Is StrongStart making a difference? We plan to investigate the correlation between Strong
Start attendance and results on the early literacy assessments.
CBAL reports that early learning programs throughout the district are preparing
preschoolers for kindergarten.
Investigate programs that will increase language and cognitive development for preschoolers
(ie.. PALS, Mother Goose-type program).
2. Goal Two:
We will continue to work with community pre-schools, families, Columbia Basin Alliance for Literacy
(CBAL), Healthy Families Group, Strong Start Centres, Nakusp Public Library, CAP-C, Success by
Six, and community Reading Centres on fostering language development activities to increase
language skills prior to kindergarten.
Implementation Plans/Action
Continue Healthy Families committee networking to improve success for early learners
StrongStart Centres in New Denver at Lucerne School, Nakusp at NES and Outreach
StrongStart in Burton, Fauquier and Edgewood. All centres operational 2010-11.
Continue Little Explorers, Pitter Patter Playgroup, Family Night Out, Mother Goose, and pre-
school library visits
Mother Goose programs in Nakusp and New Denver (extended through July 2011)
Implement StrongStart/Outreach in the Southern Zone
Explore Family Outreach opportunities using the resources of existing community partners
such as CAP-C
Partnership between CBAL and CAP-C to start Family Night Out at the NES StrongStart
Centre. A parent/child dinner program in Nakusp to enrich family play and literacy activities
CAP-C started Pitter Patter playgroup for children 0-2 and their families. It is a one hour
program at Stepping Stones Children‘s Centre on Wednesday mornings
Success by Six produces a monthly calendar with all the early learning programs listed from
Edgewood, Fauquier, Burton, Nakusp, New Denver and Silverton
Evaluation
Participation levels in these early learning partnerships across the district.
Qualitative feedback from early learning partners.
Use CBAL Benchmarks in Oral Language for parents to assess early learners.
CBAL plans to use a new early learning tool provided by the Ministry to evaluate the quality
of Strong Start Centres
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Community Literacy Plan – July 15, 2012
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Reflecting on the Disrict Literacy Plan
Reading programs and Mother Goose for pre-school children are in operation at Nakusp,
Fauquier, Edgewood and New Denver in our libraries, reading centres and StrongStart centres
Participation levels in Mother Goose (62 families) and Little Explorers (11 families)
Extension of the summer program was possible as a result of the Ministry of Education 2010
Legacies Now funding for LOC coordination.
CBAL partnered with SD 10 and will continue to run Little Explorers for the full school year in
Edgewood for 3 and 4 year olds.
Nakusp Public Library partnered with SD10 NES StrongStart for Storytime on Wednesdays.
There continues to be strong participation in StrongStart centres throughout the district.
Nakusp Public Library, SD 10 and Strong Start will partner to further meet the needs of
vulnerable children and families through Mother Goose and CAP-C programs
The number of participants has dropped in the Southern Zone Outreach StrongStart this year, however, the program will continue at each of the SZ centres in 2012-13
F.2.2 Pillar Two - School Age Children:
1. Goal One –
We will reduce the number of children reading and writing below grade level in Grade One to Ten
as identified in District Literacy Assessments and FSAs. We will also increase the number of
students exceeding expectations.
Implementation Plans/Action
Build teacher literacy capacity in reading and writing strategies, assessment for learning,
differentiated instruction, online literature circles, information circles, etc., by offering a variety
of professional learning teams.
Increase use of performance standards in reading and writing and of classroom-based
assessment for learning practices to inform and guide instruction.
Increase school and teacher participation in the Network of Inquiry and Innovation, Aboriginal
Education Schools Network and district action research inquiries
Expand Literacy teacher team representation to all district schools
Increase use of at –level, aboriginal and diverse text in all classrooms; increase guided reading
to intermediate levels; increase online literature circles and other practices that increase reading
volume and just-right reading text
The school district is re-focussing its efforts as shown in the Achievement Contract that all
students will be able to read by the end of Grade Three.The goals also encompass Grades 4-7.
Implement a teacher learning team specifically focused on improving reading in 2009-10
Continue Great Leaps in Reading program Grade 1-3 in 2010-2011to target vulnerable readers
Aboriginal literature circles implemented by a teacher learning team in 2010-2011
Gather reading fluency results from Grade 3 Cathie Peters Reading Assessment and correlate
fluency data with Great Leaps data.
Focus on improving numeracy achievement with partnerships between SD 10 and CBAL
Continue One-to-One Reading at all schools; consider restructuring to after-school model
Increase number of One-to-One Reading volunteers by partnering with CBAL for recruitment,
training student tutors
Integrate training for CBAL tutors, student tutors and One to One Reading tutors
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
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Form district inquiry team looking at implementation of Reading and Writing Power
Resource Reading Power and Writing Power in collaboration with the Nakusp Public Library,
school libraries, and community Reading Centres
Partner with the Nakusp Library to host One-to-One Reading at the Library
Increase library visits by classrooms at Nakusp Elementary
Examine Neighbourhoods of Learning for all district schools
Expand Summer Reading Program at the Library
Evaluation
Participation levels in professional learning groups, the Literacy teacher team, and Network
and inquiry projects
Survey staff for baseline data on use of performance standards and classroom-based assessment
for learning strategies; identify teacher needs for in-service; summative data of teacher use of
AFL and performance standards to improve student learning
Expanded resources available to all schools: at-level text, diverse text, and aboriginal and
culturally diverse text.
Data from District Reading and Writing assessments, FSAs and Early Literacy Screener.
Monitor number of One-to-One tutors and expansion of One-to-One Reading programs
Assess teacher engagement and use of Reading and Writing Power
Reflecting on the District Literacy Plan In all, 19 of the 40 teachers in our district participated in one or more teacher learning teams in
2008-09 ranging from ―When Kids Can‘t Read, What Teachers Can Do‖ book club to ―Six
Traits in Writing‖ and SS Information Circle and Online Lit Circle learning teams. This is
almost 50% of our teachers who volunteered on learning teams!
The members of the district Literacy team all chose to continue their commitment in 08/09 and
most did in 09/10 along with new teachers. All district schools are now represented on this
district team.
The district engaged in two NPBS projects and the success of these two Network projects has
fostered increased interest in Network inquiry projects for 2009/2010.
Four of five schools participated in the Network of Performance-based Schools in 2009 – 2010.
Teacher engagement and satisfaction with the focus on professional learning is high.
Qualitative data and feedback from teachers attest to the success of these initiatives.
The desire to continue and deepen professional learning is strong amongst our staff from K-12.
Finding ways to continue this professional learning work despite budget constraints is crucial,
as we have now built a strong foundation, a thirst for learning amongst our teachers, developed
trust, and are seeing results in our classrooms.
We have expanded our diverse text resources and purchased Literacy in Action for Grades 4 to
6 at NES and Grades 7 and 8 at Lucerne. Reading Power non-fiction texts have also been
purchased by some schools. Teachers love these new literacy resources with increased
informational text, and which also correlate to the new ELA IRP and to researched pedagogy.
We have also purchased sets of aboriginal resources – picture books and also novel sets for use
from K -12. Teachers are starting to use these resources.
Seven NPBS, AESN, and Healthy Schools projects in four schools in 2010-11 show a strong
commitment to inquiry and teachers improving their practice and student learning
Seven teachers were involved in 2010-2011 Aboriginal Education learning projects,
implementing aboriginal education into a wide range of curricular areas and grade levels at four
of five schools across the district. There is strong commitment to continue this work of
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Community Literacy Plan – July 15, 2012
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inclusion for our aboriginal learners in classrooms steeped in engaging and innovative
aboriginal education.
8/35 teachers in the district involved in NOII and AESN projects in 2011-12
Early Literacy Screener data from 2005 till the present as well as district literacy assessments
and FSAs, continue to show that by Grade 3, vulnerabilities in each cohort have been reduced.
This trend indicates that teaching and support for early learners continues to make a difference.
2. Goal Two –
We will increase the number of students graduating with Dogwoods, and when appropriate, School
Completion certificates.
Implementation Plans/Action
Graduation Transition Plans in place for all students identifying post-secondary goals and steps
to achieve graduation
Identify and support at-risk students through Special Education, Counselling, Learning
assistance and the Aboriginal Enhancement Agreement
Investigate post-secondary/high school Trades Training trailers to augment apprenticeship and
trades training opportunities
Liaise with Selkirk College ABE program to provide augmentative support to struggling
students. Opening a storefront location to support DL students starting in September 2010 at
the Nakusp Selkirk College campus will meet the needs of youth not yet graduated.
Increase collaboration between youth in SkillsLink program with secondary schools in the
district. Identify the youth, design a program with their needs in mind, coordinate a plan with
community resources to assist those at-risk students to drop back in to school.
Partner with Selkirk College and ITA to offer an ACE-IT program in Welding and Sheet Mtal
Fabricating in 2012-13
.2 Elementary counsellor hired – March – June 2012 to provide support for vulnerable children
Identify at-risk grads to provide support to complete missing courses and complete graduation.
Increase awareness and access to the DL School for graduation completion.
Evaluation
Increase in Dogwood/School Completion certificates
Decrease students not graduating because they are missing one or two courses
Elementary counsellor pilot outcomes (# of students, teachers‘ assessment of support)
Trades training opportunities increased for area youth
Reflecting on the District Literacy Plan In partnership with Selkirk College, five youth and seven adults are enrolled in an ACE-IT
Carpentry program, which was highly successful. We will investigate continuation of an ACE-
IT program for 2010 – 11.
The district has just signed a Distributed Learning School contract and will work in cooperation
with Selkirk College to operate a storefront DL program for vulnerable youth.
Graduation rates for the past five years stand at an average of 92.2% for all grads, at 97% for
aboriginal students, and 93.2% for students with special needs.
3 students graduated in June 2011 through the Arrow Lakes Distributed Learning School,
completing their Dogwoods; one student completed their School Leaving Certificate and
numerous students upgraded courses for transition to post-secondary
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Community Literacy Plan – July 15, 2012
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Depending on the cohort, Dogwood grad rate since 2006 continues to be between 87% and
100% (note: small cohorts have an impact on grad rates. One or two students not completing
courses in Grade 12 impacts the district grad rate by 5%)
Based on success of elementary counselling pilot project, a.85 elementary counsellor has been
hired
Discussions are underway with Selkirk College to create an ACE-IT Welding and Sheet Metal
Fabricating Trades training program in Nakusp in 2013
3. Goal Three -
To increase passion and engagement in literacy for children and youth across the district.
Implementation Plans/Action Foster a youth writers group in Nakusp
Use Community Radio to enhance student voice
Expand Writers Festival across district schools
Poetry Rocks! Connected Classrooms project connecting schools across the region
Foster youth book reviews and publish for Library and school libraries
Continue Battle of the Books program at NES – possibly expand to other schools
Book clubs – both face to face and online will be encouraged
Evaluation Student book reviews or recommendations published
Youth writers share their work on CBT scratchonline.org, at public readings, in writers groups
Youth involvement in Battle of the Books or school or community book clubs
Youth involvement in Writers Festival, Writing coffeehouses, public literacy events
Reflecting on the District Literacy Plan As this is a new goal, we look forward to reporting on our progress in 2013.
F.2.3 Pillar Three - Adults:
1. Goal One – We will continue to collaborate with a diverse range of community partners to provide adult literacy
programs across the entire district and provide learning opportunities so that adults can develop
literacy skills needed to fully participate in today‘s society.
Implementation Plan/Actions
a) Transitional Training:
Implement transitional training assistance for special needs adults in community
b) Youth and Adult Learners:
Community Literacy Advisory Committee to meet with SkillsLink and Selkirk College to co-
plan to meet the learning needs of 26 at – risk young adults
CBAL, Outreach Employment, SD10 and Selkirk College work collaboratively to refer youth
and young adult learners to AL Distributed Learning School and ABE at Selkirk College.
Assist the transition of DL graduates to post-secondary and employment opportunities.
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Community Literacy Plan – July 15, 2012
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c) Employment Skills and Work Experience:
Gain greater access to Selkirk Trades programs or other post-secondary Trades training
Adult literacy needs for displaced forestry workers need to be met in collaboration with ABE,
CBAL and Employment programs
Maintain and continue partnership between CBAL and Outreach and Employment programs to
integrate adult literacy into employment programs
Provide quality work experience opportunities in literacy programs for youth, adults and older
workers
Pilot ―Getting Ready To Learn‖ a course focused on adults returning to school / training.
Meet with Work BC staff in Nakusp to understand their new structure, priorities, and identify
opportunities to support the literacy needs of their clients.
Work with Selkirk College to provide an ACE-IT Welding program for adults and youth
d) Volunteers and Literacy Tutors
Offer tutor training to increase the number of volunteers available to tutor adult learners (basic
literacy, ESL, computers)
e) Literacy Programs throughout District
Increase library service and other adult literacy programs to New Denver, Silverton, Hills and
the southern zone (Burton, Fauquier and Edgewood)
Increase the awareness of ESL programs offered in Nakusp and New Denver
Enhance presence of Selkirk College programs throughout the region - particularly ABE and
accessibility options to meet the needs of adults
Re-structure adult Community Literacy Coordinator priorities in order to expand adult literacy
programming to communities outside Nakusp:
o As a result of the closure of the Burton Elementary School in 2012, provide community
development assistance to transition the school into a Neighborhood Learning Centre and
provide adult and family literacy programming.
o Provide beginner adult computer classes in New Denver at Lucerne School
f) The Nakusp CAP site and Learning Centre
Increase CAP site use and improve access to the community
Continue to provide adult and seniors beginner computer classes
ESL programs will be offered at the Nakusp CAP Site and Learning Centre
Promote the CAP site as a literacy storefront and learning centre
Distribute refurbished used computer packages to individuals in need
g) English as a Second Language
Build awareness of ESL program and attract learners to participate
h) Literacy and Seniors
Build partnerships with seniors associations and groups in the area
Continue the Reading Program for Seniors living at the Pavilion long term care facility in New
Denver and expand to Minto House and Halcyon House in Nakusp.
In partnership with Selkirk College and seniors, develop a speakers series focused on older
learners‘ interests and needs
Work with community partners to organize and facilitate Nakusp‘s 2nd
Annual Seniors‘
Resource Fair in May / June 2013
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Community Literacy Plan – July 15, 2012
36
i) Literacy Partnerships
Present to Village of Nakusp to build awareness of literacy
Evaluation
Report on trades and other transitions training opportunities
Library services increased to outlying communities in the district
Number of work experience placements for adult / youth in literacy programs
ASCLS‘s employment programs use of the CAP site for computer training
Number of volunteer tutors trained and placed in literacy programs
Increase of literacy partners
Number of youth and adult learners enrolled in SD 10 DL School and Selkirk ABE classes.
Number of community presentations on literacy to raise awareness
Number of ESL learners enrolled in classes and tutoring
Number of adult literacy programs and learners in communities outside of Nakusp
Track CAP site use and attendance
Number of used computers distributed
Number of adults registered in beginner computer classes and workshops
Number of literacy events and / or programs focused on health literacy
Reflecting on the District Literacy Plan
a) Transitional Training:
The Transitional Training Program continued in Nakusp facilitated by Selkirk College.
Due to limited enrolment, the Transitional Training program is no longer offered in Nakusp
b) Youth and Adult Learners
Twenty-three 15 – 24 year old students enrolled in DL schools in Nakusp and New Denver. 59
students in the ABE program at Selkirk College in Nakusp.
Twenty-two (Nakusp DL) and five (New Denver DL) 13 – 40 year old students enrolled in
Arrow Lakes DL school in Nakusp and New Denver.
26 students were enrolled in ABE program at Selkirk College in Nakusp.
c) Employment Skills and Work Experience:
ASLCS used CAP Site to provide computer training to 48 unemployed youth and adult
students. Nakusp CAP site utilized by ASLCS‘s Employment programs this past year: five
programs for 6 – 8 weeks at a time focussed on basic computer skills and employment
readiness. Through the partnership with local employment programs, the Nakusp CAP site and
Learning Centre was utilized by three employment programs as a computer lab this past year.
(approximately 30 learners and 40 hours of lab time was provided)
Three adults and one youth were placed at the CAP Site for a work experience to enhance
workplace skills. Two older adults placed at the CAP site for work experience. One of the older
workers has shown a strong interest in ESL facilitation / tutoring. The CAP site and Learning
Centre facilitated one work placement (6 weeks) from the Older Worker Employment program.
This learner was later hired by CBAL as a facilitator.
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Community Literacy Plan – July 15, 2012
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Two youth hired to work at the CAP site assisting with a variety of adult literacy programs.
Two youth were hired this past year (3 month employment positions) at the Nakusp CAP site
and Learning Centre
The adult program coordinator made five presentations on literacy to adult employment
programs. Two literacy presentations were made to an adult employment programs.
The ―Getting Ready To Learn‖ course was piloted to 2 employment programs (Skills Link and
Employment Edge) this year. 15 learners were registered.
d) Volunteers and Literacy Tutors
There is a need to increase the number of volunteers available for tutoring adult learners.
Training is planned for the Fall 2009.
Six adults were trained as volunteer tutors in October 2009. Two tutors were used to help
adults/youth prepare for tests, computer training and for academic upgrading. Referral for one
to one tutoring continues to be limited.
Despite the limited demand for 1:1 tutoring, 3 volunteer tutors worked with youth, adult and
ESL learners in 2010 -11.
9 volunteer tutors were active in the adult literacy program this year.
e) Literacy Programs throughout District
The Burton Reading Centre collection of books and resources was transferred to an electronic
library system. Many volunteers and adult work experience hours went into this project. The
CAP site donated a used computer to the reading centre.
Adult computer courses in Burton are very popular.
The residents of New Denver have expressed a need for beginner computer classes.
New this year, the Burton Elementary School was used as a site for adult tutoring. Two
students enrolled in Selkirk College received tutoring in Burton, one enrolled in ABE and
another enrolled in post-secondary program received tutoring support in their own community.
f) The Nakusp CAP site and Learning Centre
In Sept. 08, the CAP site ran a deficit. Through financial support from CBAL, this issue is now
resolved. Other funding opportunities will continue to be explored.
Through Nakusp and Area Community Foundation funding (CBT grant), the CAP site
implemented the Computer Recycling Program and rebuilt and donated over 30 computers to
individuals and families in need. In 2009-10, 40 computers (flat screen, towers, keyboards and
mouse) were donated back to the community to individuals and families in need.
Initial plans are in place to maximize the CAP site space to offer other literacy programs such
as resource library, 1:1 tutoring space
Two courses, Introductory Computer Course for seniors, were offered in 2008 – 2009 in
Nakusp at the CAP site. 20 students attended. The courses were very successful and there is a
waitlist for future courses, which will be provided next year.
In 2010-11, the CAP site was renovated to provide more efficient shelving for the Computer
Recycling Program and to accommodate literacy support and tutoring for learners. The CAP
site also became a location for the Nakusp Art Walk, adding to the learning atmosphere. More
site changes are planned to create a literacy storefront at the CAP site.
Attendance and use of the CAP site is increased and remains strong throughout the year. The
CAP site is open 6 days /week and on average, sees over 300 visits per month. Volunteers,
work experience students and part-time staff support the day-to-day operations of the CAP site.
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Community Literacy Plan – July 15, 2012
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Despite cutbacks in paid staff, the CAP site has maintained its hours of operation (open 6 days
a week / approx. 40 hours per week)
The CAP site is consistently being used for 1:1 tutor sessions and ESL classes.
CAP site attendance continues to be strong. The CAP site receives approximately 250 – 300
visits per month (see attached graph).
In 2010/11, 59 learners were registered in Nakusp and Burton Computer classes through New
Horizons Funding for Seniors. CBAL created six 3 hour workshops for learners.
The community need for the Computer Recycling program (refurbished used computers)
diminished, and with input and support from CLAC, this program has ended. Since its
inception in 2008, CBAL‘s Computer Recycling Program refurbished and donated over 70
computer packages to local residents in need.
In April 2012, Industry Canada announced that there would be no more federal funding of CAP
sites. The Nakusp CAP site and Learning Centre will be searching for alternative ways to cover
the cost of rent, internet connection and telephone (approximately $4000/year)
5 beginner computer courses and 9 computer workshops were offered this year. 54 learners
were registered in total
CAP site attendance in 2011 continued to be as strong as recent years, receiving 308 visits per
month (see graph below)
Nakusp CAP Site & Learning Centre Visits 2008 2009 2010 2011 2012
January 187 183 320 291 255
February 184 321 296 277 339
March 194 350 350 247 332
April 207 300 361 287 243
May 166 301 385 254 248
June 189 352 422 406 266
July 255 509 411 359
August 252 375 409 503
September 158 354 318 354
October 140 384 360 313
November 59 344 245 341
December 127 214 170 145
Total 2118 3987 4047 3777
g) English as a Second Language
ESL programming continues to be limited in the Arrow Lakes, however, there was a small
increase of ESL learners this year.
The demand for ESL continues to be limited; however, the local program grew to 8 learners;
the largest to date.
h) Literacy and Seniors
CBAL and Nakusp/Burton Seniors Associations partnered and received CBT Community
Initiatives funding for additional computer equipment. An LCD projector and laptop will be
shared between CBAL and the two seniors associations; CBAL will provide training.
CBAL presented on ―Older Adults and Computer Use‖ at the B.C. Seniors Association
Provincial Meeting in Nakusp.
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Community Literacy Plan – July 15, 2012
39
The Seniors Reading Program at the Pavilion in New Denver continues to be very active with
6-10 members each week
Building on existing partnerships with seniors groups in the area, and the need to improve
health literacy skills among older adults, the idea of a Seniors Resource Fair was developed.
Many new partnerships in literacy were developed in 2011-12, as a result of the Resource Fair
held May 4, 2012. Over 170 community residents (mostly seniors) attended to learn about and
collect information on local, regional senior community services related to health, wellness and
living independently. New partnerships with funders and services providers were made, such
as the Arrow Lakes Health Care Auxiliary, Nakusp Legion, and Phillips Lifeline.
i) Literacy Partnerships
The relationship between ASLCS and Adult Literacy continues to grow and develop and has
benefited participants attending Outreach Employment programs. Presentations on literacy and
essential skills have become an integral part of the Outreach Employment programs. In April
2010, a full day workshop on the essential skill, Working with Others, was given to the 12
participants of the Youth Skills program.
Financial literacy workshops for youth and adults offered in collaboration between CBAL and
ASLCS
Local ABE instructor is an active member of CLAC
Strong partnership between adult literacy and Outreach Employment services. Many adult
literacy programs and services integrated within the Skill Link (youth), Employment Edge
(young adult and older) and Older Worker (plus 55) programs.
A new literacy program , Books Everywhere, was implemented on Family Literacy Day in
January 2009. Books Everywhere received funding from the Nakusp and Area Community
Foundation to continue the program in 2010-2011.
Books Everywhere Program continues to be well received in Nakusp and is delivered through a
partnership between CBAL, the Nakusp Public Library and local businesses and services.
Approximately 30 books/magazines are distributed each week from the bins. Four volunteers
support this project.
Partnership between senior groups and adult literacy is very strong. Seniors invited to
participate in the New Horizons project developing computer workshops; visit and volunteer at
the CAP site.
F.2.4 Pillar Four – Aboriginal Learners
1. Goal One
We will maintain the high rate of success enjoyed by Aboriginal students in SD 10 (Arrow Lakes) as
determined by performance on district literacy assessments, FSAs, and Graduation rates.
Implementation Plans/Actions
Continue process to adopt Aboriginal Enhancement Agreement and access MOE funding to
support aboriginal learners
Pursue inquiry – based Aboriginal Network of Performance – based Schools project(s)
Continue to purchase learning resources with First Nations content, voice and authorship
Increase aboriginal cultural opportunities for all students and community members
Host National Aboriginal Day celebration Sunday, June 21st, 2009
SD # 10 – Arrow Lakes
Community Literacy Plan – July 15, 2012
40
Identify vulnerable students using district and provincial data and provide academic support
Provide counselling support to at-risk aboriginal elementary children
Continue to provide a wide range of cultural activities to enhance a sense of belonging for
aboriginal students and increase aboriginal understanding for all
Evaluation
Ministry support for aboriginal learners, resources and cultural activities
Participation in Aboriginal NPBS project
Purchase of aboriginal text and learning resources
At least one aboriginal cultural experience for schools/community
Increase in number of students appreciating diversity as measured by the BC Performance
Standards in Social Responsibility
Increase of aboriginal understanding as measured by SD 68‘s rubric
Improvement in academic success for aboriginal students Improvement in self-regulation skills and social-emotional functioning for at-risk children
A range of cultural activities geared for every age
Reflecting on the District Literacy plan
Gained Ministry funding for draft Aboriginal Enhancement agreement
Purchased aboriginal novel sets for intermediate and secondary
Purchased aboriginal picture books
Coordinated April 2009 author visits to all district schools by Richard Van Camp with West
Kootenay Library Association
Purchased Richard Van Camp novels and texts for secondary
Coordinated National Aborginal Day celebration June 21, 2009
Aboriginal Education Enhancement agreement signed June 20, 2010
Richard van Camp visited each district school and Strong Start Centre for a day in April 2010
Aboriginal books and resources purchased and catalogued for each school library
As evidenced in the 2010-11 Aboriginal Education Report, widespread successful
implementation of aboriginal learning seen throughout the district
Aboriginal education integrated into many classrooms and schools throughout the district
Teacher leadership in aboriginal education – 7 teachers on an Aboriginal Education
implementation Learning team
4 Aboriginal Education Network projects undertaken showed improved student learning and
engagement (using SD 68 rubric and Social Responsibility performance standards)
Aboriginal Support teachers fostered an appreciation for aboriginal culture (elementary) and
assisted vulnerable youth to academic success (secondary)
Online Aboriginal Information Circle project connected 250 students and 10 teachers between
SD 10 and 51, increasing aboriginal understanding as shown in student qualitative data
Student reflections after aboriginal film project at NES demonstrated high levels of
understanding and learning about aboriginal culture
2. Goal Two We will complete the local Aboriginal Enhancement Agreement in 2008-09 and revise in 2012-13
Implementation Plans/Actions
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Community Literacy Plan – July 15, 2012
41
Approval of the Draft Agreement in Fall 2008 by ALAEAC (Arrow Lakes Aboriginal
Education Advisory Council)
Celebration of the signing of the Aboriginal Enhancement Agreement
Engage in a community consultation process to revisit and revision our Agreement
Evaluation
A signed agreement in place by Fall 2009.
A signed agreement in place by June 2010
Reflecting on the District Literacy Plan As yet, the Aboriginal Enhancement agreement is not signed. We are however hopeful that the
agreement will be signed by September/October 2009.
After three years of consultation and collaboration, we celebrated the signing of the
Enhancement agreement at the National Aboriginal Day celebrations in Nakusp – June 2010
Our Aboriginal Education Advisory Council meets at least three times a year and is comprised
a vibrant and caring group of elders, parents and community members as well as school district
personnel
Aboriginal Support teachers have joined the Council this year as we continue to work at
deepening our commitment and support for aboriginal children, youth and families.
A Grandmother drum for the district was made at a community aboriginal drum-making
workshop
Welcome banners have been created by students at each school in the district using traditional
Sinixt pictographs. These will be hung in front entrances of the schools along with a welcome
message written in the Interior Salish language.
F.3 Overall Community Literacy Plan Goals:
1. Goal One
We will educate and inform our region as to the importance of literacy and the work we are doing
within each Pillar.
Implementation Plans/Actions
School district literacy website developed and publicized in local media
Community Literacy pamphlet in Reading Centres, Libraries, Selkirk College, pre-schools,
Strong Start Centres and other community places
CBAL links – both print and online
Promote Literacy Heroes awards in the region
CBAL will present to the Village of Nakusp on literacy in Fall 2010
Reading Centres in Fauquier, Edgewood, Burton and New Denver will be recognized as
Literacy Heroes on September 8, 2010 – National Literacy Day
Public meeting for new SD 10 DL School will be held
Make the Nakusp Public Library a meeting place for literacy activities
Evaluation
Literacy websites developed and hosted by school district and CBAL
Community literacy pamphlet created and distributed
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Community Literacy Plan – July 15, 2012
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Reflecting on District Literacy Plan
A number of literacy presentations were made this past year including: five employment
programs and to the Direct Service Provider Committee. The presentation to Nakusp‘s Village
Council did not occur and will be scheduled for 2011-12.
CLAC awarded a Community Literacy award to the Reading Centres in the communities of
New Denver, Burton, Fauquier and Edgewood this year. The award was well-received and will
continue as an annual recognition of community literacy heroes.
2. Goal Two
We will pursue partnerships with existing community groups and organizations given the importance
literacy plays in employment, economic renewal and social planning.
Implementation Plans/Actions
Seek a literacy voice on the Regional Development Council
Reach out further to employment groups and agencies; invite representation on CLAC.
Nakusp Public Library to increase partnerships for programming and community education
Nakusp Public Library to continue working with local schools and to increase class visits and
sharing of resources
Evaluation
Representation/literacy champion on the Arrow/Slocan Lakes RDC
Reflecting on the District Literacy Plan The Regional Development Council has not progressed since last year.
CLAC will need to investigate ways to enhance community partnerships
Selkirk College and SD 10 have partnered to create an ACE-IT program in Nakusp
SD 10, the Nakusp Public Library and West Kootenay Library Association collaborated on the
2010 Writers Festival and the Nakusp Library and SD 10 on the Battle of the Books
Sub-committee of Selkirk College, CBAL, SkillsLink, and SD 10 continue to meet to plan for
needs of at-risk young adults
CBAL has connected with Nakusp and Burton area seniors associations
Summer Reading Club at the library is increasingly popular every year. The program involves
kids creating a record of their reading, attending story-times, and participating in programs for
youth throughout the summer.
Teen reading and writing groups at the public library encourage existing readers and writers to
become even better ones, and to engage with increasingly challenging material.
Nakusp Public Library was unable to continue the Teen reading/writing groups and NES
StrongStart story time due to lack of funding.
3. Goal Three
Gather local/regional statistical data on Pillars One and Three.
Implementation Plans/Actions
Investigate Probation stats and link to literacy rates
EDI and Understanding the Early Years (UEY) data
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Community Literacy Plan – July 15, 2012
43
Add Census data to identify demographic trends
Evaluation
Continue involvement in the EDI and UEY projects
Adult literacy data from Ministry of the Attorney General/Community Services
4. Goal Four Increase communication about literacy with community and expand representation on Community
Literacy Advisory Committee
Implementation Plans/Actions
Enlarge Steering Committee to comprise representation from each of the Four Pillars and that this
Committee, working through the Superintendent,
Meet prior to July to read, revise, edit and confirm the District Literacy Plan.
Meet a minimum of two times a year to ensure that the plan is being implemented as planned,
that opportunities to share training opportunities as well as resources, and expertise are actively
considered, and that the initiatives within the ― Four Pillars ― are carried out in a coordinated
and cohesive fashion.
Consider and write joint funding proposals where appropriate to do so.
Have a joint meeting with representatives of the Arrow/Slocan Lakes Regional Development
Council to explore ways in which the Literacy Initiative can be closely connected to Economic
Development and Social Planning Reflect on the purpose of CLAC and whether to expand its mandate to include interim
assessment and problem-solving around progress toward meeting goals. Consider increasing the number of meetings per year to 6-8 to include more time for
networking and process.
Reflecting on the District Literacy plan
CLAC now meets regularly three or four times a year Our Community Literacy Plan is indeed a living, breathing document! Our literacy partners are reaching out We are spreading ―the word‖ about literacy Gaps and challenges continue to be addressed each year of our plan. We are adding appropriate partner groups or individuals to the CLAC (ie..Seniors, youth, adult
learner).
G. Process for approval of the District Literacy Plan
Each year the District Literacy Plan undergoes the following process for approval:
1. The Community Literacy Advisory Committee (CLAC) meets three or four times per year and
the District Literacy Plan is sent for input to all the CLAC members.
2. CLAC reviews, updates and drafts amendments to the District Literacy Plan throughout the
year and also identifies gaps, challenges and successes in literacy programs.
3. Adult and Family Literacy Outreach Coordinators and School District Principal of Learning
collates, amends and changes the District Literacy Plan as required.
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Community Literacy Plan – July 15, 2012
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4. The final draft of the District Literacy Plan is forwarded to the Columbia Basin Alliance for
Literacy West Kootenay Manager for review.
5. The Board of Education approves the District Literacy Plan at final Board meeting in June and
is submitted to the Ministry of Education.
Appendix A:
Community Literacy Advisory Committee
Name Organization CLAC
members Liz Gillis CBAL – Adult Literacy Coordinator X
George Harding School District #10 Elementary Principal;
Aboriginal Ed Coordinator
X
Sarah Sanders CAP-C Coordinator X
Rhonda Palmer Nakusp Strong Start Centre
CBAL – Family Literacy Coordinator
X
Charlene Alexander New Denver Nursery School X
Nancy Bone Stepping Stones Children‘s Centre,
Success by Six Coordinator
X
Walter Posnikoff Superintendent of Schools X
Sally McLean School District #10 Early Learning and
Numeracy Coordinator; Vice-Principal
X
Terry Taylor SD #10 Literacy and Aboriginal Education
Coordinator, District Principal of Learning
X
Pattie Adam Chairperson, SD #10 – Board of Trustees X
Linda Nero Interior Health – Public Health Nurse,
Healthy Families Chairperson
Jodi McLean Southern Zone Family Programs X
Andrea Kosling Selkirk College ABE X
Allison Alder Selkirk College – ABE Department Coordinator
Marilyn James Official Spokesperson for the Sinixt Nation
Sabina Iseli-Otto Librarian, Nakusp Public Library X
Margaret Driscoll ASLCS SkillsLink Coordinator X